WOMEN’S CELL
Preamble
A woman sets the purpose of life and living, and thus a foundation for the society. A classical example from the Vedas of Indian mythology is the transformation of Shiva to Shankara – from ascetic to a householder. The Indian epic Ramayana is another example of this age-old propaganda. This, not positioning to exactitude in time and space, lay down the foundation of society and civilization, wherein women have played a key role in sustaining humanity and civilizations, this far.
In historical retrospect, women empowerment refers to strengthening the social, economic and educational rights associated with them. It refers to an environment where there is no gender bias and both men and women have equal rights in community, society and workplaces.
Today, according to data available and published on the internet, the world population of women account to almost 50%, and so women have a right under equal footing with men, similar to the two wheels of a cart, similarities in terms of aspects associated with role-function, responsibilities, actions, etc, so as to offer growth and development and sustenance in this human endeavor of society and living.
Some of the points that I would like to bring to the spotlight is about the importance of women/girl education for socio-economic benefits and social sustenance. This is being initiated with strong consciousness at Marwadi University through the arm of “Women Cell”.
In historical retrospect, women empowerment refers to strengthening the social, economic and educational rights associated with them. It refers to an environment where there is no gender bias and both men and women have equal rights in community, society and workplaces.
Today, according to data available and published on the internet, the world population of women account to almost 50%, and so women have a right under equal footing with men, similar to the two wheels of a cart, similarities in terms of aspects associated with role-function, responsibilities, actions, etc, so as to offer growth and development and sustenance in this human endeavor of society and living.
Some of the points that I would like to bring to the spotlight is about the importance of women/girl education for socio-economic benefits and social sustenance. This is being initiated with strong consciousness at Marwadi University through the arm of “Women Cell”.
Benefits and Importance of Women’s Education
Educating women is important for the world as a whole.
- 1. Economic Development and Prosperity:
- Education will empower women to come forward and contribute towards the overall development, growth, and prosperity of the country, as both men and women contribute towards growth in strategic sectors’ and life.
2. Quality Lifestyle:
- Education helps a woman to earn livelihood, become independent, and live a respectful, happy, healthy and meaningful life.
3. Good Mental and Physical Health:
- Educated women can work the profession they want to and fulfill their dreams and goals in life. Working at an honourable place will bring them mental peace and professional satisfaction.
- Educated women are sensitive to the importance of health and hygiene. Through health education, they are empowered to lead a healthy life-style. Educated mothers can take better care of themselves, their siblings, and family and the village environments.
4. Dignity and Honour:
- Educated women become a source of inspiration for millions of young girls who make them their role-models.
5. Justice:
- Educated women are better informed of their rights for justice. This in effect leads to decline in exploitation, violence, and injustice against women such as dowry, prostitution, child-marriage, etc.
6. Equality & Choice of Profession:
- Equality in choosing education empowers women in many aspects. A girl / woman can prove to be highly successful in chosen profession in life, such as become a successful doctor, engineer, scientist, nurses, air-hostesses, cook, or even work as an officer in the armed forces, civil services, police force, or pursue political endeavours as well.
7. Alleviate Poverty:
- Women education is quintessential to alleviate poverty. This demands massive contributions from educated women. There cannot be many social and economic changes unless women are given their rights for education.
The empowerment of women would result in overall development of society both at micro and macro level. Active participation of women in economic activities and decisions would contribute towards overall economic development.
Social Challenges in the Indian Context
The challenges/barriers coming in the way of women empowerment are:
Superiority Complex : Inherent superiority complex among the males make it difficult for females to rise higher in the social and professional hierarchy. Mindset : Preference to male child (celebrations, etc), and high level of domestic responsibilities is basically a female responsibility. Castes and Beliefs : Restrictions to participate in social, economic, and religious activities. Discrimination : In our society, the boy-child often gets preference – in choosing education, diet-attributes, property, etc, over the girl child.What MU Women’s Cell is attempting to do:
The Women Cell at MU, has initiated to educate and empower women by ways and means of creating awareness camps, being sensitive to women’s rights, initiating government schemes, and creating an array of activities that enable and empower women to live and achieve their goals in life and also take up some of the challenges (as detailed above) that women face in the present social setup.
Prof. Foram Rajdev
Chairperson – Women’s Cell
Prof. Foram Rajdev
Chairperson – Women’s Cell
Events
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Beauty with Compassion
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Break the Bias
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Chef Mania for MU Employees
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Expert Talk
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Flash Mob
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Hetuvaad
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Math Cross Puzzle
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Nukkad Natak
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Office Attire Fashion Show
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Book Talk
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Breast Cancer
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Miss MU2023
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Women in Workplace
Committe Members
Prof. Foram Rajdev
Chair
CHIEF COORDINATOR
Mathematics
Chair
CHIEF COORDINATOR
Mathematics
Dr Debleena Bhattacharya
Dept. Coordinator
Chemical Engineering
Dept. Coordinator
Chemical Engineering
Prof. Hiral Thakar
Dept. Coordinator
Computer Application
Dept. Coordinator
Computer Application
Prof. Tarannum Bloch
Dept. Coordinator
Information Technology
Dept. Coordinator
Information Technology
DR Sonali Karnik
Dept. Coordinator
Faculty of Management Studies
Dept. Coordinator
Faculty of Management Studies
Prof. Foram Chovatiya
Dept. Coordinator
Computer Engineering-Diploma
Dept. Coordinator
Computer Engineering-Diploma
Prof. Darshna valani
Dept. Coordinator
Electrical Engineering
Dept. Coordinator
Electrical Engineering
Prof. Divya Adalja
Dept. Coordinator
Mechanical Engineering
Dept. Coordinator
Mechanical Engineering
Prof. Bindiya Patel
Dept. Coordinator
Civil Engineering
Dept. Coordinator
Civil Engineering
Prof. Dhara Joshi
Dept. Coordinator
Department of Computer Engineering
Dept. Coordinator
Department of Computer Engineering
Prof. Sonal Kanani
Dept. Coordinator
Pharmacy
Dept. Coordinator
Pharmacy
Prof. Bhumi Kotak
Dept. Coordinator
Information and Communication Technology
Dept. Coordinator
Information and Communication Technology
Prof. Nibedita Basu
Dept. Coordinator
Law
Dept. Coordinator
Law
Dr Minakshi Biswas Hathiwala
Dept. Coordinator
Mathematics
Dept. Coordinator
Mathematics
Prof Chaitali Shah
Dept. Coordinator
International Relations
Dept. Coordinator
International Relations
Dr. Niralee Patel
Dept. Coordinator
Faculty of Science
Dept. Coordinator
Faculty of Science
Prof..Bhumi Kotak
Dept. Coordinator
Information and Communication Technology
Dept. Coordinator
Information and Communication Technology
FAQs
1. Any disorderly conduct whether by words spoken or written or by an act which has the effect of teasing, treating or handling with rudeness a fresher or a junior student.
2. Indulging in a rowdy or undisciplined activities which causes or is likely to cause annoyance, hardship or psychological harm or to raise fear or apprehension thereof in a fresher or a junior student.
3. Asking the students to do any act or perform something which such student will not do in the ordinary course and which has the effect of causing or generating a sense of shame or embarrassment so as to adversely affect the physique or psyche of a fresher or a junior student.
1. Any disorderly conduct whether by words spoken or written or by an act which has the effect of teasing, treating or handling with rudeness a fresher or a junior student.
2. Indulging in a rowdy or undisciplined activities which causes or is likely to cause annoyance, hardship or psychological harm or to raise fear or apprehension thereof in a fresher or a junior student.
3. Asking the students to do any act or perform something which such student will not do in the ordinary course and which has the effect of causing or generating a sense of shame or embarrassment so as to adversely affect the physique or psyche of a fresher or a junior student.
2. Indulging in a rowdy or undisciplined activities which causes or is likely to cause annoyance, hardship or psychological harm or to raise fear or apprehension thereof in a fresher or a junior student.
3. Asking the students to do any act or perform something which such student will not do in the ordinary course and which has the effect of causing or generating a sense of shame or embarrassment so as to adversely affect the physique or psyche of a fresher or a junior student.
1. Any disorderly conduct whether by words spoken or written or by an act which has the effect of teasing, treating or handling with rudeness a fresher or a junior student.
2. Indulging in a rowdy or undisciplined activities which causes or is likely to cause annoyance, hardship or psychological harm or to raise fear or apprehension thereof in a fresher or a junior student.
3. Asking the students to do any act or perform something which such student will not do in the ordinary course and which has the effect of causing or generating a sense of shame or embarrassment so as to adversely affect the physique or psyche of a fresher or a junior student.
2. Indulging in a rowdy or undisciplined activities which causes or is likely to cause annoyance, hardship or psychological harm or to raise fear or apprehension thereof in a fresher or a junior student.
3. Asking the students to do any act or perform something which such student will not do in the ordinary course and which has the effect of causing or generating a sense of shame or embarrassment so as to adversely affect the physique or psyche of a fresher or a junior student.
1. Any disorderly conduct whether by words spoken or written or by an act which has the effect of teasing, treating or handling with rudeness a fresher or a junior student.
2. Indulging in a rowdy or undisciplined activities which causes or is likely to cause annoyance, hardship or psychological harm or to raise fear or apprehension thereof in a fresher or a junior student.
3. Asking the students to do any act or perform something which such student will not do in the ordinary course and which has the effect of causing or generating a sense of shame or embarrassment so as to adversely affect the physique or psyche of a fresher or a junior student.
2. Indulging in a rowdy or undisciplined activities which causes or is likely to cause annoyance, hardship or psychological harm or to raise fear or apprehension thereof in a fresher or a junior student.
3. Asking the students to do any act or perform something which such student will not do in the ordinary course and which has the effect of causing or generating a sense of shame or embarrassment so as to adversely affect the physique or psyche of a fresher or a junior student.
1. Any disorderly conduct whether by words spoken or written or by an act which has the effect of teasing, treating or handling with rudeness a fresher or a junior student.
2. Indulging in a rowdy or undisciplined activities which causes or is likely to cause annoyance, hardship or psychological harm or to raise fear or apprehension thereof in a fresher or a junior student.
3. Asking the students to do any act or perform something which such student will not do in the ordinary course and which has the effect of causing or generating a sense of shame or embarrassment so as to adversely affect the physique or psyche of a fresher or a junior student.
2. Indulging in a rowdy or undisciplined activities which causes or is likely to cause annoyance, hardship or psychological harm or to raise fear or apprehension thereof in a fresher or a junior student.
3. Asking the students to do any act or perform something which such student will not do in the ordinary course and which has the effect of causing or generating a sense of shame or embarrassment so as to adversely affect the physique or psyche of a fresher or a junior student.
1. Any disorderly conduct whether by words spoken or written or by an act which has the effect of teasing, treating or handling with rudeness a fresher or a junior student.
2. Indulging in a rowdy or undisciplined activities which causes or is likely to cause annoyance, hardship or psychological harm or to raise fear or apprehension thereof in a fresher or a junior student.
3. Asking the students to do any act or perform something which such student will not do in the ordinary course and which has the effect of causing or generating a sense of shame or embarrassment so as to adversely affect the physique or psyche of a fresher or a junior student.
2. Indulging in a rowdy or undisciplined activities which causes or is likely to cause annoyance, hardship or psychological harm or to raise fear or apprehension thereof in a fresher or a junior student.
3. Asking the students to do any act or perform something which such student will not do in the ordinary course and which has the effect of causing or generating a sense of shame or embarrassment so as to adversely affect the physique or psyche of a fresher or a junior student.
1. Any disorderly conduct whether by words spoken or written or by an act which has the effect of teasing, treating or handling with rudeness a fresher or a junior student.
2. Indulging in a rowdy or undisciplined activities which causes or is likely to cause annoyance, hardship or psychological harm or to raise fear or apprehension thereof in a fresher or a junior student.
3. Asking the students to do any act or perform something which such student will not do in the ordinary course and which has the effect of causing or generating a sense of shame or embarrassment so as to adversely affect the physique or psyche of a fresher or a junior student.
2. Indulging in a rowdy or undisciplined activities which causes or is likely to cause annoyance, hardship or psychological harm or to raise fear or apprehension thereof in a fresher or a junior student.
3. Asking the students to do any act or perform something which such student will not do in the ordinary course and which has the effect of causing or generating a sense of shame or embarrassment so as to adversely affect the physique or psyche of a fresher or a junior student.
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